This study assessed the impact of Computer- Aided Drawing on student learning in selected secondary schools in Leyte Division focusing on learners specializing in Technical Drafting. Utilizing descriptive research method and the PLS-SEM approach grounded in a modified Unified Theory of Acceptance and Use of Technology (UTAUT) model. The research aimed to evaluate students’ perceptions of CAD, determine the significance of hypothesized relationships, and identify issues and concerns related to CAD usage. A total of Two hundred thirty-three learners participated, most of whom belonged to the adolescent age group and showed a higher representation of female students. The weighted mean was used to determine the respondents' perceptions, as well as the issues and concerns related to the use of Computer-Aided Drawing (CAD). Structural Equation Modeling (SEM) was used to determine the degree of significance of the specified hypotheses. Findings revealed, all constructs received a verbal description of “Agree,” suggesting a favorable perception of the CAD system across all key dimensions in the model. For the degree of significance, findings highlight the significant roles of system enjoyment and effort expectancy in influencing behavioral intentions and use behavior, while other relationships and moderating effects were not statistically significant. On the issues and concerns in using Computer- Aided Drawing (CAD), data show that students generally had a very satisfactory experience with CAD in terms of usability, system responsiveness, and productivity. The study therefore concluded that CAD is a highly beneficial and engaging tool for drafting technology students. Recommendations emerging from this study is to enhance Technical Training and Support Programs, Strengthen Infrastructure and Resource Accessibility, and Integrate CAD into Core Curriculum.